Nova Social Studies 8

Ukraine now part of Russia). She quickly assembled a team of 34 nurses from a variety of
religious orders, and sailed with them to Crimea just a few days later. Nightingale with
her nurses reached the British base hospital in Constantinople (modern day Istanbul)
to nurse the injured and sick British soldiers taken from Crimea. Nightingale and her
nurses were horrified when they observed the conditions of the hospital and the injured
British soldiers lying there. The hospital was extremely dirty and full of filth flowing all
around the hospital building. Patients lay on in their own excrement on stretchers. They
used to drink contaminated water. Rodents and rats ran around the patients. They had
a limited supply of even bandages and soap as a result of which it was really difficult
for them to nurse increasing number of ill and wounded soldiers. More soldiers were
dying from infectious diseases like typhoid and cholera than from injuries suffered in
the battle. Nightingale set to work without losing time and cleaned inside the hospital
from floor to ceiling by using scrub-brushes. She inspired the patients too for keeping
the hospital area and ward clean. Nightingale spent her entire time caring for the sick
and injured soldiers. Looking at her devotion towards her service and care for the sick,
all the soldiers in the hospital developed great respect for her.
Florence Nightingale was never short of compassion whenever injured and sick
soldiers needed her presence for their care and treatment. She would walk regularly
in the evenings through the dark hallways carrying a lamp while making her rounds
and serving the patients. Moved by her gesture and tireless efforts to serve the patients,
soldiers took to calling her “the Lady with the Lamp.” Others called her “the Angel
of the Crimea.” She undertook to promote hygiene and sanitation first in the British
base hospital followed by treatment. This is how Florence Nightingale was successful in
reducing the death count by two-thirds. Her success in Crimean War brought revolution
worldwide in areas of public sanitation and maintenance of hospitals.
She came back to England in the summer of 1856. To her surprise she was met with
a hero’s welcome. The Queen rewarded Nightingale’s work by presenting her
“Nightingale Jewel” and by granting her a prize of $250,000 from the British government.
She published N o t e s o n H o s p i t a l s b a s e d o n h e r e x p e r i e n c e i n C r i m e a n W a r i n
1859, which focused on how to properly run civilian hospitals. Then in 1860, she funded
the establishment of St. Thomas’ Hospital attached with the Nightingale Training School
for Nurses from the reward money she had received. Poems, songs and plays were
written and dedicated in her honor. She was decorated with several awards before she
died at the age of 90 years on August 13, 1910, in London.

Mahatma Gandhi

Name of Mahatma Gandhi gives us hope for an alternative political culture where
peaceful and non-violent protests bring a political change. Mahatma Gandhi for the
whole world means the man who used non-violent method of protests to achieve political
demands and goals. His non-violent protests include sit-in (Dharana), peaceful march
with banners, fasting, writing letters and pamphlets highlighting the cause for protests,
silent non-cooperation, and civil-disobedience and so on. Such methods of Gandhian
protests are very much relevant today. In order to prove their political stand (position),

45<< Nova Social Studies And Population Education Grade-8

the protesters as well as the Government around the world prefer to use violent methods
like killing and attacking innocent civilians (Women, Children and the Old), destroying
public and private property, strike (hartal) and arson (burning property) and what not.
Government does not hesitate to suppress even the peaceful non-violent protests by
using police and army sparking more violence in return. Mahatma Gandhi as the leader
of the Indian National Congress successfully led the peaceful and non-violent political
movement against the British Imperial Power controlling INDIA at that time. Due to his
able leadership firmly rooted in the principle of non-violence (AHIMSA), India attained
freedom on August 15, 1947. Mighty British Empire was forced to leave India. This is
how non-violence won over violence and suppression.
Mahatma Gandhi.... a messenger of peace and non-violence was born on October 2, 1869
in Gujarat, India. His birth-day 2nd October is celebrated as “International Non-violence
Day”. His original name was Mohandas Karamchand Gandhi. The title of Mahatma was
conferred on him by the people because of his religious approach towards politics and
adoption of non-violence as the greatest tool to fight against the colonial rule of the then
British Empire. The word “Mahatma” in Sanskrit means “elevated soul or venerable”.
He was also lovingly called Bapu.....a Gujarati word for Father. Mahatma Gandhi for the
first time brought religious term SATYAGRAHA to denote his political movements. The
SATYA means the truth and AGRAHA means holding on to it as soul-force. Combined
together, SATYAGRAHA stands for “the force born out of truth”. Mahatma Gandhi led
decisive political movements such as Non-Cooperation Movement, Civil Disobedience
Movement and Quit India Movement.

These movements resisted the British rule in India through non-violent means. Protestors
would refuse to buy British goods, adopt the use of local handicrafts, and close down liquor
shops. In Non-Cooperation Movement, public transportation and English-manufactured
goods, especially clothing, were boycotted. Millions of Indians participated in this non-
violent protest. But out of sudden, violent clashes in Chauri-Chaura (a small town in
Uttar Pradesh) between the local police and the protesters took place in February, 1922
AD where three protesters were killed in police firing. In reaction, a mob of protesters
set the police-station on fire killing all the police-men inside. This incident of violence
saddened Mahatma Gandhi and he withdrew the movement promptly. His party men
and other leaders wanted to continue the movement but Mahatma Gandhi stood for his
principle of non-violence in politics. He favored for value-based politics at the place of
politics of chasing opportunity and position. Ultimately he won when his principled

46 Nova Social Studies And Population Education Grade-8 >>

politics led to India’s independence.
Mahatma Gandhi emphasized on applying pure and correct means to achieve the political
ends. He never approved of the political tactics which says, “End justifies the means”. For
him in politics, “Means justifies the ends.” He believed in the notion, “Simple living and
high thinking”. Mahatma Gandhi chose to wear traditional loincloth in order to identify
with the poor of India. He took pride in returning to his cultural root. He didn’t mind
sleeping on the floor in his ashram and getting up early in the morning at 4 A.M. to work
on his spinning wheel. Working on ‘spinning wheel’ popularly called CHARKHA, as he
believed, would create the basis for economic independence in India. This also helped
the poor to make their own cloth (SWADESHI) by promoting handicraft and rejecting all
British cloths. He initiated Charkha Movement to get rid of economic exploitation of the
British Empire. Charkha stood for pride of traditional culture, economic independence
by using country-made (SWADESHI) goods and rejection of foreign rule over India.
Does it mean that Gandhi was against technology and development? Mahatma Gandhi
himself had answered to Charlie Chaplin in 1931; the return to spinning did not mean a
rejection of all modern technology but of the exploitative economic and political system
imposed on India. British textile manufacturing by using raw cotton from India and
selling the cloths back was the British design to destroy economic independence of India.
Mahatma Gandhi lived for 78 years and left his body on January 30, 1948 after being
shot three bullets in his chest. At the moment of his death, he was in a prayer meeting in
Delhi. Mahatma Gandhi was himself example for others and he introduced value-based
politics to the world of which Satyagraha (devotion to the Truth) and non-violence were
two strong pillars.
Learning Guideline: Guide the students to collect inspiring stories and biographies of
other international personalities. Encourage them to speak on unique and interesting life
events taken from the life of Mahatma Gandhi and Florence Nightingale.

Words and terms you would like to know

Dedication (n.): complete and wholehearted involvement
Philanthropy (n.): voluntary promotion of human welfare
Horrify (v.): fill with apprehension or alarm or fear
Rodent (n.): relatively small mammals
Mighty (adj.): great, large, big
Loincloth (n.): a garment that provides covering for the loins (waist and hips area)
Rejction (n.): refusal, exclusion
Exploitaion (n.): an act that exploits or victimizes someone

Activities

1. Form a group of 4-5 students and collect the photos of Florence Nightingale and Mahatma Gandhi
showing the sequence of their life. Create a poster with the message of Florence Nightingale and
Mahatma Gandhi.

2. Visit a hospital or a health post situated near your school. Observe carefully how the hospital
or health post functions and match it with Nightingale’s suggestions regarding cleanliness and

47<< Nova Social Studies And Population Education Grade-8

sanitation in public health. If you feel that improvement in service is required in caring the
patients or maintaining hygiene and sanitation, have a discussion with local health volunteer.
3. Conduct a group discussion on methods of peaceful political protests in context of Nepal. Note
down the findings of the discussion.
4. Organize a discourse on the topic, “Simple living and high thinking”. Invite a social worker from
your community to this program as one of the speakers. Prepare a detailed essay on the topic
based on the discourse.
5. Collect the famous quotes as given below and display them at different places in your school and
class-room.
 Gods live at those places where women are respected. (Manu)
 To live does not mean simply to survive. Helping others and making them better off give real

meaning to one’s life and living. (Nelson Mandela)
 I do not finish my enemies, rather I convert them into my friends. (Abraham Lincoln)
 Keep away from violence and killing. Help others who are in sorrow. Be truthful and desist

from any kind of intoxication. (Gautam Buddha)
 God always gives you double for taking one from you. (Helen Keller)

Exercise

1. Look at the following photo and sketch:

Now, answer the following questions:
a) There is ‘a lady with a lamp’. Who is she? Why has she been shown holding a lamp? List out
her contributions and work.
b) Florence Nightingale demonstrated several personality traits which have been given in
above sketch. Justify each of her personality trait (quality) in context of her life-situations/
events.

2. Look at the picture and the sketch of Gandhi carefully.

48 Nova Social Studies And Population Education Grade-8 >>

Now, answer the following questions:
1. Mahatma Gandhi has been shown spinning wheel (CHARKHA). Why did Mahatma Gandhi
suggest working on CHARKHA to everybody, especially poor in his time? Explain with
reasons.
2. Mahatma Gandhi is on the MARCH in the photograph. To march was one of the methods
for the non-violent protest. Mahatma Gandhi often used it to disobey the anti-people laws.
Do you think it was a valid protest? Discuss.
3. How far do you think Mahatma Gandhi has shown the way to all of us for democratic ways
of doing protest without resorting to violence? Critically evaluate.

4. What is SATYAGRAHA? How is it related with “AHIMSA” (Non-violence)?

Community Work

Prepare a report on those who work for other’s welfare in your community and are devoted social
workers.

RECAPITULATION EXERCISE

1. Choose an appropriate title of “two words” for Gandhi’s quote given below and write an essay on
it mentioning current political and social status of Nepal. Conclude your essay with suggestions
based on the essence of this quote to clean corruption and evil customs/traditions from our
political and social life.

2. Answer the following with brief description:
a) Why do Tharus consider “Badghar” as essential component of their life and culture?
b) What benefits do the members of GUTHI get in Newar community?
c) Imagine the consequences in absence of Gurung community. List them out with brief
description.
d) Describe how BHEJA unites the community.
e) Introduce the tradition of DHIKUTI mainly practiced in Thakali community. Detail its
practical use towards making the community life better.

Project Work

1. Does your community follow the custom of Paincho or Parma? If yes, make a survey study (an
enquiry) from at least 10 families. Ask the following questions to the head of the family for making
an enquiry:

49<< Nova Social Studies And Population Education Grade-8

a) Do you know anything about the custom of Paincho or Parma?
b) Many families make a living by advancing loan to others and charge interest on it. This

tradition of charging interest on lent money is popular in Nepal. Do you give loan by
charging interest on it?
c) Can you list out the benefits of practicing Paincho and Parma?
d) What steps do you think must be taken with a view to save such traditions?
Specimen of one such report is given here for you:

Status of traditions like Parma and Paincho in my Community

I live in village and therefore belong to a rural community. We conducted a study on Baisakh 1, 2073
to know the status of traditions of Parma and Paincho. We had asked questions related to these two
traditions to heads of 10 families living nearby. Following facts were revealed (known) from this
present study:
In my community, around 70% families (7 out of 10 families) knew about both Parma and Paincho.
Till few years ago, Parma was very popular in the community. But, now a days manual labor
is undertaken on a daily basis with everyday wage paid to a laborer. Both the traditions Parma
and Paincho have promoted more interaction between the community members and encouraged
cooperation within the community. It is our duty not to violate or break rules of these traditions,
otherwise cooperation and unity amongst the community members will be in danger. For example,
one must return the goods or things taken (borrowed) in PAINCHO on or within fixed time. Besides,
borrowed item must not be reduced in its quality in the hands of borrower. Similarly, in case of
PARMA, we must offer our help (labor + intelligence) honestly and spiritedly to others in need just
as others offered their help (labor + intelligence) to us in time of need. We must perform PARMA
with full energy and purpose as if we are working for wages on a daily basis. Parma means the
reciprocal labor exchange system needed particularly in Nepalese agriculture. Newar call it Bola. In
simple terms, Parma is all about labor for labor. Therefore, continuation of traditions like Paincho
and Parma help the community members overcome the situations which require sudden borrowing
or a situation which demands involvement of manpower.

50 Nova Social Studies And Population Education Grade-8 >>

Unit

3

Social Problems and Solutions

Learning Objectives

At the completion of this Unit, students will be able to:
 Identify several social problems and evils in order to take up steps to uproot them and

describe the roles of national and international organizations in uprooting the social evils
and problems.
 Identify the reasons behind conflicts prevailing in our society and find out the ways to
manage the conflicts.

Lesson

1 Social Problems

A speech program on the topic “Social Problems and Solutions” was going on in a
community hall near the school. The coordinator of the program Miss Shanti Yadav
was putting forward her views against prevalent Dowry System (DAIJO Pratha) in our
society.
Respected Brothers and Sisters, dowry system (Daijo) stands as one of the greatest social
problems in Nepal. Dowry (Daijo) is given by the bride-side in accordance with the
demands made by the groom-family in a marriage. The parents and guardians of the
bride in most of the cases are forced to take loan or mortgage the land and house in
order to arrange the dowry. This is a clear case of economic exploitation. The brides
are subjected to emotional and physical injuries if dowry demands are not fulfilled by
their family. News related to dowry-death, physical and psychological torture keep on
coming in the electronic and print media. Many women are suffering from domestic
violence because they could not bring dowry (Daijo). They are suffering in silence and
feel humiliated as being woman. Their good qualities and intelligence are overlooked
for ‘the money and the things’ given as dowry. Dowry has degraded the sanctity and
importance of marriage which has now become a trade or a business to earn money by
putting a ‘price-tag’ on a groom. Dowry is simply a marriage in exchange for money. No

51<< Nova Social Studies And Population Education Grade-8

money, no marriage….bride has little value in such a dowry system. This exploitative
system which degrades women in our society must end. Dowry is practiced in Tarai
region and urban areas of Nepal. Marriage is the basic institution for creating a family.
Marriage takes place between man and woman for living a happy life together based
on their qualities and mutual cooperation. Mutual love and respect bind both man
and woman together in a marriage. We must not spoil and destroy the fundamental
understanding and foundation of marriage by demanding or accepting dowry. Saying
this much, I conclude my views on dowry system here. Thank you all.

Next speaker Mr. Dhan Bahadur Karki expressed his thoughts on the problem of brain-
drain.
Ladies and gentlemen, I am speaking on the topic that many of us are not serious
about because we think that it is nothing harmful …the problem has not yet drawn our
attention. But, to me it is quite a serious problem in Nepal and Government of Nepal
must come out with long-lasting solutions to it, otherwise we shall ruin the future of
this country. Ladies and gentlemen, I am talking about the problem of “Brain-Drain”.
Many of us are not even aware of this problem simply because we always accept labor-
migration to foreign countries as normal trend in our country. Brain-drain is a situation
in which many educated or professional people leave their original country and move to
another country for better living conditions. The departure of educated or professional
people to another country definitely costs the original country to which they belong
dearly. Their contributions towards nation-building in economic, political and social
sectors are no more available. Such a loss of human resource which could have been
real capital to build the nation is called “human capital flight”. Therefore, brain-drain is
flight of human capital.
Nepal has been losing productive manpower every passing year and this trend is not
slowing down. On an average, every year not less than 250,000 youths are leaving Nepal
and they prefer to settle down in Nepal only after their productive age. This is where
Nepal is losing. It is not a matter of few years that they go out to foreign countries and
then come back with new skills and capital to start enterprise or business here. In such
a situation, who shall develop Nepal and how? There are villages in Nepal where only
children, women and old citizens are left as all the youths and adults are outside the
country. Then, the rate of migration of educated youth is much more than the rate of
their return to Nepal with new skills and capital to start enterprise and business. This

52 Nova Social Studies And Population Education Grade-8 >>

is why we have to think seriously on this matter. For most of their productive life they
live in foreign countries and many of them settle down there with their family. From this
angle, Nepal has become like a desert waiting for capable and educated people to live in
the country and make contribution. Many students from Nepal go to foreign countries
for their higher studies but they continue to live there by getting job and pursuing their
profession. Once again, Nepal gets deprived of their services and contributions. I think
it is quite a serious problem because those who are intelligent, industrious, innovative
and creative could have made huge difference to this country. In their absence, Nepal is
suffering in industry, business and even in politics.
People with capital, skill and ideas must be retained in Nepal in order to build our
country. Without the contributions from the educated and professionally capable
citizens, our country will not develop. The history of all the developed countries in the
world is evidence to this truth. These countries have also undergone struggles for long
period of time and have reached the stage of development only after hard labor put in by
their citizens and the government. Therefore, the Government of Nepal must improve
the infrastructure within the country and work for the creation of business friendly
environment. With the improvement of economy, more jobs will be generated in Nepal
itself and that will slow down the rate of migration. Economy must be given higher
priority over politics. Government must work on education sector in order to bring
improvement in quality so that students don’t need to go abroad for higher studies. All
of us owe to our motherland. The only way to fulfill our obligations towards the country
is to be here and make contributions. Saying this much, I conclude my statement. I thank
the organizer and the chairperson who considered me worthy enough to share my views
on this social problem. Thanks once again.

Brain-drain is draining Nepal in every possible way……..Let us stop it
Words and terms you would like to know

Mortgage (v.): put up as security or collateral
Torture (n.): extreme mental distress; unbearable physical pain
Sanctity (n.): the quality of being holy
Industrious (n.): working hard to promote an enterprise; characterized by hard work
Innovative (adj): producing something new
Obligation (n.): being in a state of duty-bound to do something

53<< Nova Social Studies And Population Education Grade-8

Learning Guideline
Allow the students to collect the news items relating to dowry and brain-drain from different media such
as books, magazines, newspapers, internet, television, etc so that they can present the same in the class.

Activities
1. Collect all the news-items related to domestic violence due to dowry (daijo) and anti-dowry

campaigns which have been broadcast on radio or telecast in television or published in magazines,
newspapers, and internet. Arrange those collected news-items in the table given below and then
have a constructive discussion on them:

Date of News & Date Nature of Incident Causes of Incident Others, if any
of Incident

2. Collect the data on those who have migrated to other countries in search of work and employment
from your community and present that in your class.

3. Organize a debate competition on the topic, “Youth exodus and its impact on the society”.
4. Prepare and create slogans, posters and pamphlets which encourage the educated citizens to

utilize their labor and intelligence in their own country instead of migrating to other countries.
For example, it is far better to serve the motherland and be here than to sell our intelligence and
skills in foreign land and die there.

5. Write a song, poem, story or drama on domestic violence or dowry to present it in the class.
6. With the arrival of modern information and communication technology, another kind of social

problem has surfaced where a person is defamed or his/her career is spoiled by hacking his/
her email accounts, mobile number, facebook account or other social media accounts. Cases of
blackmailing the person and deforming or creating objectionable pictures are coming in the media
now-a-days. Internet and mobile are being used to commit crimes, to threaten others and spread
propaganda in messages. A new name has been given to any kind of objectionable activities done
through the computer or internet (network)......cyber crime. Yes in cyber crime, computer and
network are used for harassing others, sending obscene or offensive content, trafficking of any
kind and so on. Do self-research on cyber crime and collect the news related to abuse of ICT
(Information and Communication Technology). Share them in your class.

54 Nova Social Studies And Population Education Grade-8 >>

Exercise

1. What is dowry? Give reasons why dowry is considered as a social problem.
2. Find out the connection (relationship) between dowry and domestic violence.
3. What do you mean by brain-drain? Explain how brain-drain affects the development of a country.
4. Describe what important roles can a school play in checking (controlling) brain-drain.
5. Nepal requires nation-building brick by brick and that cannot happen without plugging the

brain-drain. At the same time, it is not easy to do it.

Nepal requires nation-building brick by brick
a) What are the challenges ahead of Nepal in checking brain-drain?
b) Briefly describe the steps to be taken for slowing down brain-drain in Nepal.
c) In what ways can Nepalese people working for other countries build Nepal?

55<< Nova Social Studies And Population Education Grade-8

Lesson

2 Corruption

Corruption is the abuse of power and authority for private and personal gain.
Corruption is definitely a dishonest or illegal behavior. Nepali word for corruption
is BHRASTACHAR which is direct opposite of SADACHAR. SADACHAR means
honest behavior and BHRASTACHAR stands for dishonest behavior. Corruption in
public offices or any position of influence takes place in the form of bribery, patronage,
nepotism, favoritism, embezzlement, misuse of resources, not spending money (fund)
on development works or for the welfare of the people and what not. Corruption is a
major obstacle to democracy. People lose faith in offices, institutions and democratic
leaders. Corruption does not allow development in infrastructure and development
projects take a long time to get completed or even dropped. People become distrustful
to the whole political system.

Cause of Corruption

There are several causes which lead to corruption. Some of the causes are given here:
 Lust for money and desire to live a luxurious life
 Getting rich in the least possible time
 Weak supervision from the Government side
 No respect for the honest way of living, rather offering high respect to those having more
wealth
 Lack of transparency
 Absence of public awareness
 Passive civil society not boycotting the corrupt people
 Weak political leadership and absence of right role model in the society

56 Nova Social Studies And Population Education Grade-8 >>

Underhand dealing of corruption
As disease weakens the human-body, corruption eats away the whole country.
Development gets delayed. Common citizens of a country do not get justice. Poor and
marginalized classes do not have easy access to the basic needs of life (both goods and
services) and hence suffer the most. So, corruption needs to be rooted out.

Measures to End Corruption

Following are the ways (measures) to remove (end) corruption:
 Spreading public awareness against corruption
 Stressing more on moral education which teaches good values and honest behavior in
practical life
 Releasing the list of corrupt people in public
 Social-boycott (ostracism) to corrupt people
 Maintaining transparency in public work and development projects
 Giving more power and authority to CIAA (Commission for Investigation of Abuse of
Authority) and CIB (Central Investigation Bureau)
 Checking extravagance and emphasizing on socially useful behavior
 Ban on contesting elections for the political parties which do not come clean on source of
money and fund they receive
 Developing habit to register complaints against corruption in the concerned authority

Words and terms you would like to know

Nepotism (n.): favouritism shown to relatives or close friends by those in power
Embezzlement (n.): dishonest or wrong use of funds or property put under trust
Marginalized (adj.): neglected, sidelined, left out
Distrustful (adj.): being suspicious, unbelieving

Learning Guideline
Let the students collect all the information and news which are available from different sources and ask
them to discuss the issue of corruption in the assembly. Involve them in preparing pamphlets for creating
public awareness against corruption in Nepal.

57<< Nova Social Studies And Population Education Grade-8

Activities

1. Get all the students of the class divided into four groups to prepare a short drama on topics related
to corruption. Specific topic be allotted to each group. First group of students’ attempts to spread
public awareness against corruption, second group educates about the effects of corruption on a
society, third group collects the names of corrupt elements in a society for bringing them to the
court of law/justice and the fourth group of students launches a movement to exclude the corrupt
people from the society. Enact the drama turn by turn and have a discussion on the subject matter
of the drama.

2. Prepare your own poster against corruption and display it.
Corruption can be overcome if we work together. To stamp out the abuse of power, bribery and

shed light on secret deals, citizens must together tell their governments they have had enough. .....
Jose Ugaz. Chairperson, Transparency International

3. Use a pair of scissors to collect news, essays, editorials, views, cartoons and other pictures
published on corruption from old news-papers. Display them on the wall-magazine of your
school as a special issue against corruption.

4. To roll out development plans and reforms has no meaning when corruption continues in the
political system. Corruption rolls back all the development reforms which were rolled out earlier.
This is the tragedy that most of the least development countries face. The speed of reforms is less
than the rate of corruption in public governance.



58 Nova Social Studies And Population Education Grade-8 >>

Conduct a research on this observation and find out how far it is true in case of Nepal. Take
examples of running projects, construction of infrastructure, government announcements and
implementation of plans, natural disaster and response of the government and so on. Prepare a
report to present it in the class.

Exercise

1. Define corruption. In what different ways does corruption take place?
2. Name two government agencies (bodies) which work towards checking (controlling) corruption.
3. Man is always in conflict. His inner self asks him to be honest while the greedy mind wants to

get easy money for luxury and justifies the action. The cartoon given below shows this double
standard in humans where SADACHAR (honest conduct) is left for BHRASTACHAR (dishonest/
corrupt conduct).

A. Explain how far good moral values and strong character in public life help in eradication of
corruption and bring development.

B. Giving suitable examples describe the role played by family and media in developing the
values of honesty and integrity in any work we do in our profession, occupation and in
public life.

4. What are the causes of corruption? List them out.
5. What are the different ways (measures) to curb corruption? Write at least six points.

59<< Nova Social Studies And Population Education Grade-8

Lesson

3 Drug Abuse

Today Grade-8 has to finish the chapter on Drug Abuse and students are waiting for the
Social Studies teacher Mr. Biraj Shrestha. Mr. Shrestha just enters the class.
Students: Good Morning Sir!
Teacher: Very Good Morning to all of you. Thank you all. Please be ready for the chapter,
“Drug Abuse”.
Student: Sir, we often hear about it but we do not understand why it is called drug-
abuse.
Teacher: That is what we have to learn today. Intake (consumption) of a drug which
is harmful for the user is called drug-abuse. Nowadays, drug-abuse is known by the
term substance-abuse. Harmful effects of drug-abuse (substance-abuse) on user are both
physical and emotional in nature. Drug abuse is a serious public health problem because
it causes a range of serious illnesses and injuries to users. The repeated consumption of
a drug creates drug-addiction. Drug addiction is a serious stage where a user continues
with the excessive and repeated use of DRUG despite knowing its negative effects on
both body and mind.
Student: Sir, it means that first a user consumes a drug for some kind of pleasure then
gets addicted to it and here a drug takes control of the user where life gets totally
dependent on it.
Teacher: Yes, you are right. This is how it happens. Drug addiction is a stage of
dependence on drug for day to day living. Such kind of dependence on drug inflicts
serious physiological injury (such as damage to kidneys, liver, heart) and psychological
harm (such as absurd behaviour, hallucinations, memory loss and finally death). A
person may commit a crime or get into anti-social behaviour under the influence of a
drug. Continuous intake of drug brings long-term personality changes in individuals.
Let me draw (flow-chart) the effects of DRUG on user’s life on the class-board.

60 Nova Social Studies And Population Education Grade-8 >>

Student: Sir, please tell us the name of drugs which create such harmful effects on user.
Teacher: Some of the drugs are easily available in the market. These drugs are Heroin,
Steroids, Cocaine, Inhalants, Tobacco, and Marijuana, prescription drugs, alcohol and
many others.

Student: Sir, is there no cure or remedy to substance-abuse?
Teacher: In fact, drug-addiction or substance-abuse is not a disease but a behavioral
problem which invites a number of diseases affecting the mind and body of individuals.
Preventive measures are of great importance where one must not get tempted to take
or taste drug in any circumstance. But, for those who are suffering from drug-addiction,
behavioral therapy and counseling are quite effective. Drug-addicts are helped in
changing their behavior and thinking so that they should stop taking drugs. Drug
Rehabilitation Centre organizes therapeutic sessions and counselling programs for drug-
addicts as well as their family and friends. Drug abusers feel depressed when family and
society do not support them. Even the Government treats them like ‘criminals’. This
attitude towards drug-addicts must change, otherwise they will never recover and renew
the energy of life. In the whole process, understanding the drug dependent behaviour is
very important. Through therapeutic treatment, drug abusers develop insights into the
association between the drugs and such behaviours. Slowly and steadily, they come out
of the dangerous behaviour and adjust with the family and society to live a normal life.
Student: Thank you very much, sir. Today, you have helped us understand all the basics
of substance-abuse.
Teacher: Thank you. Before I end this class, I would like all of you to read a case study
on substance-abuse that I have brought for you and do all the activities and exercises
given below.

A Case Study on Substance-abuse

Surendra Shah has not been able to sleep. His life-events are coming in flash-back where he was led by
one of his friends into substance-abuse. He has not been able to pardon himself. A bright student like him
scoring marks in top three ranks in entire school could not say NO to substance-abuse. How could he do
all that without using his will-power? This question is haunting him like anything. There are mistakes
in life which must not be made, no matter who is persuading you. Substance-abuse is one such mistake.
Surendra understands it now fully but only after making this mistake. He is feeling ashamed of himself
as to how he could deceive his family members by keeping them in dark and go for substance-use in
secretive manner. “Oh, my uncle is really great and I am grateful to him,” he recalls the incident when his
uncle saw him using drugs in an early stage before he could become a chronic drug-addict. His uncle took

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him to ‘Drug Rehabilitation Centre”. If not for my uncle, I could have stolen money from my house and
probably I could have also joined the gangs to loot the money on street for buying drugs, thinks Surendra.
“My family prestige could have been ruined by now.” “God has helped me come back to my study.
During the days of drug-abuse, my mood used to swing quickly and whole world appeared an enemy to
me. I was so violent and liked to stay alone all the time. My grades in examination dropped suddenly and
I stopped doing the home-assignment.” Surendra remembers those incidents where he had spent money
meant for his books and other stationery items for buying drugs.
Surendra continues as his past-memory comes like a flood..... “My Social Studies teacher had taught me
earlier about drug-addiction and substance-abuse but I got into it because I didn’t have right kind of
advice from my family and I too was not matured to understand its side-effects. Today I could have been
much better in my career and health if I had avoided substance-abuse in the past. I too could have been
the real contributor to my country and society. I destroyed important days of my life in opium, marijuana,
cigarettes and consuming alcohol. I pray to God no one on this EARTH should get a life like this.”

Words and terms you would like to know

Hallucination (n.): delusion, illusory perception
Steadily (adv.): in a steady manner
Tempt (v.): entice, lure, invite
Learning Guideline
Arrange a meeting with local health-worker to have interaction on “substance-abuse” for making students
understand it better. Ask the students to collect more cases of drug-addiction where users have destroyed
their family and personal life along with their career and profession from the neighbourhood and other
sources.

Activities

1. What are the roles played by family in preventing substance-abuse (drug-addiction)? Discuss
with the guardians/parents and then make a presentation in the class.

2. Write a letter to your elder brother living in a town/city mentioning about the danger of drug and
its side-effects.

3. Make a chart showing all about drugs and its effects on human body and mind. Display the chart
in the class-decoration board.

4. Read the following message meant for understanding the behaviour of drug-addicts to come out
of it instead of calling them criminals and hating them.

Effective counselling with support from family and friends helps the victims of drug-addiction
come out of it to live a normal life. Organize a group-discussion in the class to sensitize others
about such situations in life.

62 Nova Social Studies And Population Education Grade-8 >>

Exercise

1. Define substance-abuse. Name some of the commonly abused drugs.
2. Most of the drug-addicts act under peer-pressure (friend’s persuasion). Mention the ways to

avoid such peer-groups and deny them company in drug-abuse.
3. Highlight major steps to be taken in order to prevent drug-abuse (substance-abuse).
4. There are warning signs to recognize drug-abusers. Outline some of the warning signs of “drug-

abusers”.
5. Drug-addiction is a major social problem. Elaborate.
6. Explain how drug-addiction (or substance abuse) affects individual user, family and society.
7. What are the remedial (curative) measures to be adopted in order to come out of drug-addiction

(substance-abuse)?

Community Work

Prepare a street-drama for spreading public-awareness on “Drug-addiction” and perform it in your
community.

63<< Nova Social Studies And Population Education Grade-8

Lesson

4 Conflict and its Management

Conflict of interest at political and social level is quite common. Forceful suppression of
conflicts does not solve the problems at political and social level for long. Currents of
conflict remain suppressed underneath and can erupt any moment in the form of anger
and violence like a volcano. Therefore, resolution of conflicts in the spirit of inclusion
and participation is the only way to unite and integrate the society. Here is a dialogue
with an expert on conflict-management - Miss Prabha Gauchan - with regard to nature
and various dimensions of conflict in a society.
Journalist: Good morning, Miss! What is conflict actually?
Prabha Gauchan: Conflict is the clash of interest between groups or individuals. In
a democratic society like Nepal where pluralism and diversity at the levels of caste,
ethnicity, religion, culture and language exists, conflicts are most likely to arise. In
addition to it, political parties with different sets of ideas and ideologies too do not agree
with each other from time to time. The result is conflict. In a democratic society, the
political system must not repress or suppress conflicts.

Journalist: Does it mean that conflicts must be allowed in a society?
Prabha Gauchan: It depends upon the nature of conflicts. Simply because a group of
individuals or anybody does not agree with your idea and view-point he/she deserves to
be arrested or punished is a totally undemocratic thinking. Genuine demands for justice
at political, economic and social levels must not be taken as disruptive and a challenge
to State or political system. Individuals and groups are entitled to demand their rights
and seek justice. These demands, even if they create conflicts, must be taken in positive
manner. Therefore, conflicts are of two types...positive and negative. Negative conflicts
spread hatred and hostility between groups and individuals. Sometimes conflicts worsen
into negative conflicts where two parties develop deep hatred against each other.
Journalist: It means that conflict is natural and a part of daily life. Isn’t it?
Prabha Gauchan: Yes, indeed. Conflicts do arise in family, amongst friends or just

64 Nova Social Studies And Population Education Grade-8 >>

anywhere. What I think or consider as right may not get support from others in a family
or friend-circle or in any other group. And what others think as right may not impress
me. If views and ideas do not match, then one feels angry which invites tussle. This is
conflict which emerges from different kinds of views and ideas individuals hold. All
these conflicts require intelligent management and effective resolution.
Journalist: What do you think are the various causes of conflicts?
Prabha Gauchan: There are many causes behind conflicts like different views/
ideas, discriminatory behaviour or favouritism, unemployment, racial and political
discrimination, limited resources, misinformation and propaganda, etc.
Journalist: Please, outline the roles played by society in conflict management.
Prabha Gauchan: Conflict, if not managed effectively, will disrupt ‘peace and order’
of the society. Presence of conflicts amongst various groups within the society is quite
natural as conflicts are the basis for growth if properly resolved. The society slips into
chaos and corruption in case conflicts are deliberately generated to remain in power and
reap cheap political advantages. Definitely, society or community plays an important
role in conflict-management and its successful resolution. Numerous examples exist
where community has successfully resolved cases of disagreements, controversies, and
other clashes which generate conflicts. There are stages to go for conflict-management
in a society. First, identify the causes of conflict and allow the parties to conflict present
their side of story in the presence of wise and elderly people from the community. After
that, both the conflicting parties must be encouraged to talk to find out solutions in their
own way. And, at the end we must find out the common points where both the parties
in conflict agree to resolve the conflict.
Journalist: It means that one has to highlight the positive aspects of conflict by strictly
limiting the negative aspects of conflict in conflict-management. But, there are occasions
in which media highlight the negative aspects of conflict and take sides instead of
correctly presenting the facts concerned. We have seen this kind of double-standard
adopted by media all over the world. Media’s propaganda and biased presentation of
news and views have worsened the conflicts in a society. And that causes wars, ethnic
violence, political suppression and communal riots. How do you see the role of media
in conflict-management?

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Prabha Gauchan: Absolutely. One of the causes of conflict and its deterioration
(worsening) into war, violence and riots is misinformation (disinformation) spread
by the media. Totally wrong understanding of any situation (event) or inadequate
understanding of it or misguided information creates conflict and further deteriorates
(worsens) it. Media must play a constructive and supportive role in resolving the conflicts
instead of taking sides within the society. Media must present the facts of conflict in
clear and transparent manner so that both the parties of the conflict come together for
negotiation to find solution to the problem. This is how media guide a society in the right
direction by providing best alternatives to resolve the conflicts. Media is a powerful
tool of communication and no conflict can be resolved without communication. Thus,
media’s role in conflict-management is very vital. And, complaints and controversies are
always present in human society at the levels of individual, organization and community.
Conflicts do come up in a society. Therefore, we have to establish effective mechanism
for conflict-management to establish ‘peace and order’ as a country cannot develop in
absence of ‘peace and order’.
Journalist: How does talk and dialogue help in conflict management?
Prabha Gauchan: Dialogue is a two-way communication and a powerful tool to bring
both the parties on a negotiating table. Talking about conflicts leads the disputing
parties to a win-win situation. No party loses. At the same time, it ends the possibility of
repetition of same kinds of conflicts in future.

Words and terms you would like to know

Supression (n.): forceful prevention; putting down by power or authority
Chaos(n.): a state of extreme confusion and disorder
Propaganda (n.): information that is spread for the purpose of promoting some cause
Learning Guideline
Motivate the students to gather illustrations/examples of conflicts from the life-situations of local-
community. Let the students also track (follow) the latest conflicts at national and regional level and
prepare a detailed report on these conflicts based on media publications/bulletins and discussions with
their guardians. Ask the students to present the report in the class covering headings like why conflicts in
question originated, how did they worsen, who offered the solutions (resolution) to the conflicts, which
techniques of conflict-management were used and what is the situation (status of conflict) now.

Activities

1. Prepare various slogans like “School - A Zone of Peace” and display them in class-room.
2. Explain the different stages involved in conflict-management.

66 Nova Social Studies And Population Education Grade-8 >>

3. Study the following table carefully and discuss it in the class:
Strategies (methods) for conflict-management:

Solution from Both the Solution from Third Party Use of External Power/Force
Parties

Everyone involved in the Take the help from a Find out solution to the
conflict must control anger, mediator/professional conflict by court of law or
tension, hatred, greed, etc. negotiator to resolve the use of arms and weapons to
And, parties to conflict must conflict. suppress conflicts forcefully
seek solution by engaging in Or, Involve PANCHA or an through violence.
dialogue/talk. elderly man or any person in
whom both the parties have
trust.

Low ← ← ← ← Possibility of violence and chances for win-lose result → → → →High
4. Nepal is a multi-ethnic, multi-lingual and multi-cultural society. Therefore, conflicts are quite

natural. We must transform every conflict into an opportunity for development. Study the nature
of conflicts which arise in Nepal and the way conflicts are managed here.

Exercise

1. Define conflict. Explain its nature at individual and group level.
2. What do you understand by conflict-management?
3. Explain different strategies involved in conflict-management.
4. Analyze the role played by society in conflict-management to find solutions to a conflict.
5. Explain several causes of conflict.
6. Political discrimination and using state-sponsored violence obstructs conflict-management.

Discuss with examples.
7. Media with modern “Information & Communication Technology” wields great influence on both

generating conflicts and resolving (solving) them. Examine the statement.
8. Rigid and unresponsive attitude of either party to conflict spoils the prospect for finding win-win

solution to it. Evaluate.
9. What are the various preventive measures required to be taken to resolve conflicts in the society

to maintain peace and order?

Community Work

Make a list of several conflicts which emerged in your community and what solutions were offered in
managing these conflicts. Present it in your class.

67<< Nova Social Studies And Population Education Grade-8

Lesson

5 Sustainable Development

Ensuring continuous pace of development with all its benefits to both present as
well as future generations is called sustainable development. Therefore, sustainable
development meets the needs of the present without compromising the ability of future
generations to meet their own needs. Earth has limited resources with limited capacity
to renew them but human needs are unlimited with continuously rising population.
Thus, human activities like industry, agriculture and other development works must not
over-exploit our mother-EARTH and NATURE (ENVIRONMENT) on (and around)
the Earth. ‘Sustainable development’ takes care of carrying capacity of the Earth and
nature so that resources on and under the Earth are available for human use. Sustainable
development activities are self-sustaining in nature and do not distort (disturb) the
harmony between nature and humans. Anything that is sustainable lasts long and is
durable. Development activities must not pollute and damage the environment in which
we live. Following chart makes the concept of sustainable development clear.

Objectives of Sustainable Development

The following are the objectives of sustainable development:
 Increase people participation
 Protection and preservation of environment
 Cautious and judicious use of natural resources
 Economic growth with social justice
 Promotion of social harmony
 Improving Human Development indicators

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What practices are to be followed for sustainable development? Here are the ways to achieve the
objectives of sustainable development:

 Tree-plantation and preservation of both forest and environment
 Stress on local and practically useable technology in rural and urban setting
 Use of alternative and renewable sources of energy
 Urban and rural waste-management
 Ban on extracting stones, pebbles and sand from rivers and streams
 Control and check on rate of population growth
 Promotion of organic-agriculture
 Management of common goods and hygiene promotion in rural as well as urban areas

Words and terms you would like to know

Ensure (v.): be certain, make certain of
Judicious (adj.): wise
Extract (v.): get despite difficulties or obstacles
Hygiene (n.): healthiness, a condition promoting sanitary practices

Learning Guideline
Encourage the students to practice behaviors which are in accord with sustainable development. Their
conducts/behaviors in family, school, and neighborhood and in community must promote sustainable
development. Ask them to share the behaviors with other class-mates in order to make a list of all those
behaviors.

Activities

1. Prepare a plan to clean the environment in and around your school. Your plan amongst other
things must include developing garden, tree-plantation, hygiene and sanitation. Work on your
plan in phase-wise manner for three to six months.

2. Organize a group discussion on the topic, “Citizens’ role in sustainable development of the
community.” Draw the conclusions from the discussion and present them in the class.

3. Essence of sustainable development lies in co-existence of humans and nature. Organize an essay
competition on it.

4. To promote sustainable development, every Government around the world has been promoting

69<< Nova Social Studies And Population Education Grade-8

the policy of “Go Green” and “Green Economy”. Do self-research to prepare a project on both of
them and submit the project-work to your Social Studies teacher for evaluation.

Exercise

1. What is sustainable development? What is its significance and relevance in the modern world (21st
century)?

2. Education and awareness on the preservation of environment and nature plays an important
role in the direction of sustainable development. Comment on it with appropriate illustrations/
examples.

3. Sustainable development accepts the limitations posed by natural resources and environment
due to the carrying capacity of the EARTH. Elaborate.

4. What are the objectives (purposes) of sustainable development?
5. What are the ways to practice sustainable development in a community?
6. What are the major challenges in practicing sustainable development?

Community Work

Find out if practices of sustainable development are being followed in your community and show
them in the following table:

Sustainable practices implemented Sustainable practices not implemented

70 Nova Social Studies And Population Education Grade-8 >>

Lesson

6 Good Governance

Good Governance refers to the political or organizational administration which protects
human rights of the citizens and takes decisions in a transparent manner without any
kind of corruption and discrimination being practiced in public dealings (affairs). Good
governance is both the result (GOAL/END) and the process (MEANS). Good Governance
necessarily follows the principles of equity, justice, inclusiveness, and rule of law. Good
governance in any political system is judged on the basis of the service towards the
people and ability to do welfare in the society along with continuous development in
all sectors (economic, social, political and cultural fields). So, good governance is the
governance with best performance and no hassles.

Political leadership plays the most important role in providing ‘good governance’
because civil administration (bureaucracy) is directly under the control of politicians
in a democratic system. Political character of any country can be seen with the kind of
public administration it has. Performance of public administration may give either ‘bad
governance’ or ‘good governance’. In case of ‘good governance’, political leadership
shows wisdom and leads a country on the path of development with examples set by
political leaders with high moral character in public life. ‘Bad governance’ is visible
when corruption, nepotism, favoritism, racial and ethnic discrimination, misuse of
government fund for one’s own selfish purpose and many other such negative things
happen in full knowledge (notice) of the political leaders. Therefore, bad governance
directly reflects the inability and failure of political leaders in public life.

Good governance ensures transparency in taking decisions and citizens are always free
to have communication with the Government with regard to their complaints, grievances
and any other things. Transparency sheds light on rules, plans, processes and actions of
the government. It further ensures that public officials, civil servants, managers, and
business people act without hiding anything from general public. In this way, the general
public can hold them to account for any corrupt dealings and activities. Independent
judiciary stands by the citizens when Government tries to ignore the genuine demands
and concerns of the citizens. In bad governance, judiciary sides with the government all
the time and gives decisions in accordance with the desire of the government against
the welfare of the people. Military rule, dictatorship and absolute monarchy are such
examples where good governance is mostly absent. Even in democracy, good governance
has to be ensured. And, prevalence of good governance depends upon the honesty and
integrity of the elected political leaders who take decisions and govern the country for
the people.

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How to recognize if there is good governance in a country? Of course, there are visible
effects on a society which tell us whether or not political (public) administration has
been able to give ‘good governance’. Effects of good governance are as follows:

 Reduction (lessening) of corruption

 Establishment of ‘peace and order’ (law and order) in a society

 Easy access (reach) to essential goods and services

 Cordial and cooperative relationship between the Government and the people
(citizens)

 Equal respect and social justice to all

 Equitable distribution of means and resources in the country

One thing is very much clear in good governance and that is relationship between the
government and its citizens. Public participation in policy making by seeking the views
and opinions from the people through regular consultations in media, seminar, and in
any other way has become essential for good governance.

The following are the initiatives which a government must take for giving and creating good
governance:

 Nobody is above the law and there is equal protection of law to all.

 Political (public) administration must act with responsibility and is held accountable to the
people in case of any lapse/error if committed/made.

 Every decision/order taken by a government must be known to the people. Nothing
should happen in dark and everything that government does must be transparent.

 Each and every public office must have complaint-register or grievance-lodging window
to file complaints and grievances which must be acted upon (redressed) within a fixed
time-period.

 Public offices and government departments must not harass the citizens with red-tapes
(administrative hurdles). Easy and quick services must reach the citizens.

72 Nova Social Studies And Population Education Grade-8 >>

Words and terms you would like to know

Transparency (n.): the quality of being clear and honest in political administration; not hiding anything
from people and ruling in the interest of the people
Grievance (n.): complaint, allegation
Equitable (adj.): just, impartial, fair to all parties as dictated by reason and conscience

Learning Guideline
Encourage the students to organize debate or story writing or poem composition competition in the class.

Activities

1. Prepare a questionnaire (list of questions) to be asked to the secretary of your VDC or executive
in-charge of municipality regarding ‘good governance’ i.e. effective and efficient administration
at the local level. Finalize all the questions after having consulted with your class-mates and
then go for interview. In case VDC or municipality is located far, send a questionnaire by post or
e-mail. Share the reply in the class.

2. Does a school require ‘good governance’ in its management and administration? Write down the
initiatives taken by your school in promotion of ‘good governance’.

3. Read a message from “National Information Commission” given below. Make posters and
pamphlets in legible hand-writing for displaying them on public places and on the notice-board
of your school. Right to information is an important right given to citizens which ensures public
participation in political governance. Spreading public awareness on this issue helps in good
governance.

National Information Commission
Message for the Responsible Citizens

Never forget the following essentials:

1. Tax that we pay is used for paying the salary to Government employees and in running the
Government departments.

2. It is our fundamental right to know how the tax which we pay to the government is being used.
3. We have the right to observe, investigate and find out the status of any public work and construction

undertaken by the government or with the permission of the government. For that matter, we have
the right to go through (look into) any file, written document, archives, or any other such things.
4. We have the right to record and preserve information, data, message or any such things in hard
(written tangible form) or soft (intangible form) copies by using modern ICT gadgets like pen-drive,
CDs or DVDs, Photo, Video-filming or in any other manner we think fit.
5. We must encourage the habit of exchange of information in open manner and develop a democratic
information culture in our country.

National Information Commission
Koteshwor, Kathmandu
www.nic.gov.np

Exercise

1. What is ‘Good Governance’? Write down the important features of ‘good governance’.

2. Distinguish between ‘bad governance’ and ‘good governance’.

73<< Nova Social Studies And Population Education Grade-8

3. Critically analyze if Nepal has good governance.
4. Clarify the terms ‘inclusiveness’ and ‘public participation’. Elaborate their roles in good

governance.
5. Explain with examples how the citizens are the focus of good governance.
6. Transparency and accountability are important attributes (qualities) of good governance.

Illustrate.
7. Explain how we can recognize if a country is advancing towards good governance.

Project Work

Check out whether the following points have been followed or not in your school. Based on the points,
prepare a project. If all the points mentioned below have been carried out (followed) by your school,
then there is good governance in your school.

 Regular meeting between management committee, teachers and guardians
 Interaction program between ‘Teachers Union’ and ‘Guardians Association’
 Code of conduct for teachers and students
 Chart paper with other accessories for class-decoration and for other school activities
 Sharing information of school activities in annual function and in meeting with Guardians

Association

74 Nova Social Studies And Population Education Grade-8 >>

Lesson

7 International Organizations

Transparency International

Transparency International (TI) is an INGO (International Non-Governmental
Organization), originally founded in Germany in May 1993 through the initiative taken
by Peter Eigen. Its headquarters is located in Berlin, Germany. Transparency International
highlights the level of corruption present in a country and campaigns against corruption
in public life. It discourages corruption in public as well as private offices which affects
the life of general public. Transparency International defines corruption as the abuse of
entrusted power for private gain. Transparency works through several chapters active
in over 100 countries. The chapters are locally established independent organizations
that highlight corruption in their respective countries. From small bribes to large-
scale looting, corruption differs from country to country. Transparency International
coordinates with all the national chapters to build up an international movement for a
transparent and corruption-free society. This is why it has begun to publish Corruption
Perception Index (CPI) from 1995 and Bribe Payers Index (BPI) from 1999 onwards.
Transparency International produces a single score for every country to measure the
level of corruption on a scale of scores varying from 0 to 100 (or 0-10) in that country.
Zero means that a country is perceived as highly corrupt and a 100 or 10 means that a
country is perceived as very clean. A country’s rank indicates its position relative to the
other countries/territories included in the index.
Transparency International has the vision to create a world in which government,
business, civil society and the daily lives of the people are free of corruption. Its mission
to stop corruption and promote transparency, accountability and integrity at all levels
and across all sectors of society has launched a global movement against corruption
in all forms and colours. Transparency International functions with core values like
transparency, accountability, integrity, solidarity, courage, justice and democracy.

Transparency International Nepal (TI-Nepal) is a civil society institution dedicated
to increasing public accountability and curbing corruption in all walks of life. It was
founded in 1996 and is duly registered as a non-governmental organization with the
Kathmandu district administration. Transparency International has placed Nepal at
130th position with a score of 27 in 2015 AD on the Corruption Perception Index. It was

75<< Nova Social Studies And Population Education Grade-8

placed 116th on the index among 176 countries in year 2013 AD but the country had
slipped 14 places in 2015 AD. According to the TI, countries that score below 50 are
perceived as highly corrupt and those that secure 100 are the cleanest. Nepal has been
tagged as one of the most corrupt states in the world.

UNICEF (United Nations Children Fund)

UNICEF was created by the United Nations General Assembly on December 11, 1946, to
provide emergency help (food, clothing and health care) to children affected by World
War II. Now, this organization works to promote the rights and improve the lives of
every child, in every situation. UNICEF has spent almost 70 years and more working to
improve the lives of children and their families. UNICEF is a leading humanitarian and
development agency working for the protection of child rights. Every child counts for
UNICEF and child rights begin with shelter, nutrition, protection from disaster, conflict
and violence and cover any situation of life cycle like pre-natal care for healthy child
births, clean water and sanitation, health care and education. Thus, UNICEF expands
its interests to address and look after the needs of the whole child. It believes that all
children have a right to survive, thrive and realize their potential – to the benefit of a
better world. It works in more than 190 countries to create a world in which every child
has a fair chance in life. UNICEF-Nepal has been organizing several programs to protect
the interests of children. UNICEF-Nepal has also warned against humanitarian crisis
where more than 3 million children under the age of 5 in Nepal are at risk of death or
disease during the harsh winter months due to a severe shortage of fuel, food, medicines
and vaccines (November 30, 2015). UNICEF Representative in Nepal had said that about
1 million children affected by the earthquakes had continued to live in areas at high risk
of landslides and floods.

Thus, UNICEF has been tirelessly working in areas of child protection and inclusion, child survival,
education, emergency and humanitarian help, and gender equality and so on. The following are
some of the specific works and programs which UNICEF guides and directs with its vision:

 Poverty eradication programs
 Prevention of HIV-AIDS infection from mother to child
 Education and awareness on hygiene and sanitation in home where child grows
 Checking violence and abuse against children at home, school and neighborhood
 Counseling women and other adults regarding substance-abuse or any other kind of

addictions which adversely affect the children in their development
 Programs to sensitize people against gender discrimination

76 Nova Social Studies And Population Education Grade-8 >>

 Protection for both women and children who are victims of violence, exploitation
(trafficking) and drug-addiction

UNICEF works in partnership with governments, civil society, business, academia and the United
Nations family – and especially children and young people. For its contributions to this world,
UNICEF was awarded the 1965 Nobel Peace Prize “for the promotion of brotherhood among
nations.”

Save the Children

Save the Children came into existence when the Save the Children Fund was founded in
London (England) on 15 April, 1919 by Eglantyne Jebb and her sister Dorothy Buxton.
The purpose of the Fund at that time was to provide “relief to children suffering the
effects of World War-I” and raise money for emergency aid to children suffering from
starvation in Europe after the war was over. At present, this organization works for
bringing improvements in the lives of children through better education, health care,
and economic opportunities as well as providing emergency aid in natural disasters,
war, and other conflicts.

Save the Children functions as an INGO (International Non-Governmental Organization) committed
towards saving children’s lives and fighting for their rights. Several member organizations affiliated
to Save the Children are working in over 120 countries. Their key initiatives are:

• To secure quality education for children affected by armed conflict and in other such
unfortunate incidents

• To provide rehabilitation for those children who have been forcefully recruited in armed
gangs and misguided to serve in terrorist organizations

• To rescue the children from natural disasters and abusive adults/guardians
• To spread public awareness amongst the students in school regarding social problems/

evils and cases of child abuse/exploitation
• To create a stronger voice for children and teach them to stand for themselves in case of

future continuous abuse
• To help the Government, family and other organizations in disaster handling to strengthen

their response capacity so that children are saved when they get trapped in disaster

Words and terms you would like to know 77

Initiative (n.): the first step; readiness to take new thing
Accountability (n.): responsibility to someone or for some activity
Integrity (n.): moral soundness, very strong character

<< Nova Social Studies And Population Education Grade-8

Solidarity (n.): a union of interests or purposes or sympathies among members of a group
Tirelessly (adv.): with great energy
Sensitize (v.): make aware

Learning Guideline
Let the students go for self-research and help them know more about other organizations working at
international and national levels for making human life better and in areas of bringing good governance,
preserving nature and environment, etc. Give them a vacation project work so that they learn more about
the organizations mentioned above and about other organizations which are not mentioned here.

Activities

1. Prepare a report on contributions made by above organizations to Nepalese society. Take help
from the news and views published in newspapers, magazines and other sources that you use for
your self-research.

Exercise

1. Define corruption according to Transparency International. Briefly describe the ways or methods
adopted by Transparency International to fight corruption.

2. Outline the contributions made by UNICEF.
3. Make a list of the works and functions undertaken by Save the Children.
4. Compare and contrast UNICEF with Save the Children.
5. Highlight the works of Transparency International and UNICEF in Nepal.
6. What is CPI? How does it work?

RECAPITULATION EXERCISE

1. Study the Corruption Perception Index (CPI) published by Transparency International every year
and answer the following questions:

Rank of few Countries on Scale of CPI (Corruption Perception Index)

Country Rank in 2016 CPI score in Rank in CPI Score
AD 2016 AD 2017 AD 2017 AD

Denmark 1 90 2 88

New Zealand 2 90 1 89

Finland 3 89 3 85

Sweden 4 88 6 84

Nepal 131 29 122 31

South Sudan 175 110 179 12

Afghanistan 169 15 177 15

Sudan 170 14 175 16

North Korea 174 8 171 17

Somalia 174 8 180 09

Source: Transparency International Report on corruption

Neighbouring countries of Nepal and their performance on scale of corruption

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Country Rank in 2016 CPI Score in Rank in 2017 CPI Score
Bhutan AD 2016 AD AD 2017 AD
67
27 65 26

Sri Lanka 95 36 91 38

India 76 40 81 40
China 79 40 77 41

Pakistan 116 32 117 32
Bangladesh 145 26 143 28
Myanmar 136 28 130 30

a) What is the ranking of Nepal in the list of countries on scale of corruption?
b) How many countries from Asia figure out in the list of most corrupt countries in above table?

Name them.
c) Which country in Asia is the most corrupt according to the report published by Transparency

International 2017?
d) Name top four countries along with their continent reported as the cleanest countries on

scale of corruption.
e) What do you think are the reasons behind little or no corruption in case of west European

countries?
f) Suggest the measures to improve Nepal’s ranking on CPI (Corruption Perception Index).
g) Explain various causes (reasons) for corruption.
Note: You may be interested in knowing the level of corruption in other countries. Do self-

research and find out on your own the ranking and their score on Corruption Perception
Index.
2. Prepare slogans on eradication and alleviation of corruption. Bring out a rally in your school
compound by waving placard denouncing corruption in any form in public life.
3. Discuss the situations with your friends:
a) What would happen if all the migrants working overseas returned to the motherland?
b) What would happen if all the corrupt people are ostracized (boycotted from the society)?
c) What would happen if conflicts scaled up without stop?

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Unit

4

Civic Sense

Learning Objectives

At the completion of this Unit, students will be able to:
 Follow the social rules.
 Enjoy Human Rights and preserve them.
 Behave in accordance with the concept of inclusiveness.
 State the features of the present constitution.
 Describe the nature and functions of executive, legislature and judiciary.
 Play the role as responsible citizens in Federal Democratic Republic system of Nepal.

Lesson

1 Social Rules

Social rules are devised (created) with the consent of members to form healthy, organized
and supportive society. We know that a society is a totality of human relationships having
its own cultures and institutions. A society offers a platform for its members to nurture
and realize their own potentials. And, this cannot happen if members in a society are
free to act and behave in any way they want with no codes and norms to guide them.
This is why social rules are helpful to direct human relationships of various kinds in a
society and also help in effectively sustaining institutions like family, marriage, school,
government, local organizations and so on. There can be debate and discussion over
nature of such social rules which make a society progressive (successful) or regressive
(less-successful) one. It requires comparative analysis as to how far these social rules in
a particular society protect women, children and old persons. Whether rules are rigid or
too flexible needs to be examined. But, one thing is certain that there are social rules in
a society.
What are social rules? Social rules are expectations of human conduct and behavior in
different situations of individual and group life while being (living) in a society. No
doubt, we expect people to behave in certain ways in particular situations and never
want them to behave randomly. Each social situation entails (creates) its own particular

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set of expectations about the “appropriate” way to behave. These expectations may vary
from one society to another or from one situation to another. Social rules are normative
codes and normative codes mean expected (desired) human behavior in a particular
situation. Social rules conform (agree) with the belief system (culture) of a society. Not
all the social rules are very much clear; there are social rules which are not clearly stated
and hence are tacit. Social rules are not as rigid and definite as laws. Some social rules but
not all can be backed up (enforced) by laws because most of the social rules are derived
from customs and these customs are reflections of a culture of a community living in
a society. We often see how customs are powerful in a community life and even laws
cannot go against them. Origin of social rules lies in customs which form the culture
of a society. So, social rules are not that easy to deny and hence going against them is
difficult. Still, these rules are not laws violation of which invites penalty, punishment
and imprisonment. Social rules leave room (give freedom to make a choice) for following
them. Following social rules is generally rewarding (beneficial) for a person in terms
of receiving support, cooperation and care from other members in a society. Ignoring
(boycotting) these rules may risk a person to lose out support from members in a society.
A society boycotts (ostracizes) those who do not follow the social rules. Social rules are
enforced by local organizations like PANCHAYAT, GUTHI, Tol Reform Committee and
local clubs, etc. Social rules are not static (permanently fixed); they change according to
time and situation. Members of a society approve of such changes in social rules before
they degenerate to become social evils.

Social rules and social roles are inter-related. Social rules guide the behavior of members
of a society in different situations. And, these expected behaviors are in fact social roles
played by members of a society at different levels in different situations. We see in our
everyday life that people play a variety of social roles at individual and group level as
members of a social group.

Note: Social roles are sometimes referred to as social norms. Social norms or mores are
the rules of behavior that are considered acceptable to a group or society.

Read the news published in a local news-paper

Village committee passes Social Rules

Village-members have formed a Tol Reform Committee under the leadership of Village-headman
Khem Bahadur Tamrakar for keeping the village disease-free and clean. Village-members have
decided upon social rules which need to be followed by all without failing. In case of violations
(breaking) of the social rules, Tol Reform Committee shall take action against the persons accused
of breaking rules.
These social rules are:
1) Sale and purchase of intoxicants is prohibited.
2) Human movement is prohibited after 11PM at night except in emergency situation.
3) Wastes and litters must be collected to dispose them at allocated (designated) place.
4) All the members must come forward to help the needy, the victim and the diseased, if such a

situation arises.
5) All the controversies and disputes must me settled within the village under the effective

guidance of wise and elder villagers as far as possible.

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Words and terms you would like to know

Flexible (adj.): changing, fluctuating
Appropriate (adj.): suitable, correct, right
Ostracize (v.): boycott a person from a society
Failings (n.): mistakes, errors, failures, negligence

Learning Guideline
Use more practical and behavior-oriented approach instead of lecture-method to deliver this lesson on
Social Rules. Motivate the students to follow social rules as these rules are made for creating convenience
and helping the group members.

Activities

1. Make a list of all the social rules prevalent in your community after consulting with your guardians
and elders. Make a common list by matching them with other 4-5 students and present the same
in the class.

2. Identify local organizations and institutions functioning in your village/community. Prepare
a report on the roles played by these organizations and institutions after having consultations
with their office-bearers and other officials on following lines: Introduction to the organization/
institution, objectives, work and functions performed by the organizations till recent dates.

3. Investigate into various social evils in your society. What roles would you like to play for changing
them or uprooting them? Make a presentation in the class.

4. Read the news item and answer the questions given below:

Parents fined for barring children from joining school

Darchula, 12 Magh- District Development Committee has decided to enforce the central Government’s
scheme, “Education for All” in order to achieve the goal of universal education. DDC has directed all
the VDCs to strictly monitor the cases where parents are holding the children in house and engaging
them in labor work or house-hold chores instead of sending them to nearby school. Every child must
be sent to school after the completion of 5 years. Those parents who do not enroll their children in
school shall be strictly fined with 100 rupees. Local social worker Shambhu Nath Kapadi has pointed
out that there are a large number of children (both boys and girls) living in the villages without going
to school. Tol Reform Committee shall execute this instruction as social rule.
a) Name the local governing institutions which are involved in passing the instruction down to

Tol Reform Committee.
b) What is the social rule in above case? State the method of enforcement adopted to enforce the

social rules in above case.
c) Can you suggest any other alternative enforcement measures for the implementation of

social rule in above case? Mention it.
d) Make a list of traditional social norms being followed in your society.

Exercise

1. What is social rule?
2. What are the sanctions behind the social rules?
3. Social rules are not laws. Discuss.
4. It is our duty to follow the social rules. Justify this statement.
5. Why do we make social rules?
6. What kind of social rules/norms do we need to reform? Explain with examples.
7. What are the advantages (benefits) for individual and society of following the social rules?

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Lesson

2 Human Rights

Human beings are creature of higher consciousness. Humans are intelligent beings
who have the capacity of thinking. No other creatures except human beings think and
therefore make a choice between good (right) and bad (wrong). This is the reason human
beings form a society and demand for creation of an environment which favors further
evolution and development at both individual and group levels. Human rights provide
for creation of such an environment in which human ideals and human values are
created and nurtured. No structure (foundation) of society can ever ignore the human
rights which support the pillars of liberty, equality and justice in order to protect the
human beings.

What are human rights? Human rights are rights inherent to all human beings. These
human rights are inalienable in nature and available to all without exception. Human
rights for the first time acquired universal recognition after the end of World War-II which
had caused enormous level of destruction of both human lives and property. United
Nations Organization (UNO) established a Human Rights Commission on February 16,
1946 under the leadership of Eleanor Roosevelt to codify human rights for protecting
and nurturing precious human lives to realize their hidden potential. Eleanor Roosevelt
successfully accomplished the task of codifying the human rights which were approved
(adopted) by the General Assembly (organ of the United Nations Organization). The
General Assembly of the United Nations adopted the resulting Declaration on December
10, 1948 that came to the whole world as Universal Declaration of Human Rights
(UDHR). Every year 10th of December is celebrated as the International Human Rights
Day. There are altogether 30 articles in UDHR outlining 30 types of human rights. Most
of these rights have been adopted by democratic countries in the form of fundamental
rights placed in their respective constitutions.

Now, let us summarize the human rights mentioned in UDHR:

1. All are born free and equal.
2. No one is discriminated on any ground.
3. Everyone has a right to live in a safe and secured manner.
4. We have a right against slavery. It means that we cannot be slaved or forced to do anything.
5. We have right against exploitation. It means that no one can exploit us.
6. We have rights everywhere in any situation of life.
7. All are equal before law.
8. Law protects our rights.
9. Nobody has the right to put us in prison without a good reason or to send us away in exile from

our country.
10. We must get fair and public hearing by an independent and impartial tribunal in case we are

charged of a criminal offence.
11. We are always innocent until proven guilty.When people say we did a bad thing we have the

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right to show it is not true.
12. Nobody should try to harm our good name or reputation, family, home, etc. We have a right to

privacy.
13. We all have the right to movement in our own country or outside.
14. If we are afraid of life in our own country due to political disturbance, we all have the right to go

away to another country to be safe.
15. We all have the right to belong to a country and therefore have a right to nationality.
16. Every grown-up (adult) has the right to marry and have (make) a family if s/he decides.
17. We all have the right to own wealth (property). Nobody should take our wealth (property) from

us without a good reason.
18. All of us have freedom of thoughts, conscience and religion.
19. We all have the right to express our minds and share our ideas with other people.
20. We have the right to join public assembly (group) in a peaceful manner without arms.
21. We all have the right to take part in the government of our country by casting vote and choose our

leaders in democracy.
22. We all have the right to social security like affordable housing, medicine, education, and childcare,

enough money to live on and medical help if we are ill or old.
23. Every grown-up (adult) has the right to do a job, to a fair wage for their work, and to join a trade

union as a worker.
24. We all have the right to rest from work and to relax.
25. We all have the right to have food and manage shelter.
26. All of us have a right to education up to elementary school level. Parents have a right to decide

the kind of education children require in the beginning.
27. We have copyright to protect our artistic creations and writings; others cannot make copies

without permission.
28. There must be a favourable social order so that we can all enjoy rights and freedoms in our own

country and all over the world.
29. We have a duty to other people, and we should protect their rights and freedoms as they have a

corresponding duty to protect ours.
30. No One Can Take Away Our Human Rights.

Human Rights in Nepal

National Human Rights Commission (NHRC) protects and preserves human rights in
Nepal. The Constitution of Nepal, 2072 BS has given NHRC a constitutional status and
therefore NHRC functions as autonomous constitutional body. There are altogether
30 articles devoted to list different human rights (as fundamental rights) in Part-3 of
the Constitution of Nepal, 2072 BS. The Supreme Court of Nepal under independent
judiciary issues writs to protect fundamental rights of the citizens. Other organizations
in capacity of NGO and INGO are working in the area of human rights and have
successfully defended human rights of marginalized and suppressed classes including
women, children, low-income groups and ethnic groups in Nepal. For example,
Amnesty International (INGO) is making contributions in Nepal by raising the issue
of human rights violations committed during conflicts, riots, disasters and in different
other situations. INSEC (Informal Sector Service Center - an NGO in Nepal) contributes

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by protecting the rights of people working in informal economic sector. There are huge
numbers of people working in unorganized sector in Nepal without social security and
their lives are full of insecurity. Political instability and strikes risk their economic rights.
INSEC makes valuable contributions to their lives by safeguarding their economic rights.

Words and terms you would like to know

Nurture (v.): to encourage something or somebody to grow

Conscience (n.): sense of right and wrong

Corresponding (adj.): conforming or in agreement with something else

Autonomous (adj.): politically independent or self-governing

Learning Guideline
Let the students discuss various dimensions of human rights mentioned in UDHR and match them with
fundamental rights mentioned in the Constitution of Nepal, 2072 BS. Organize a speech competition on
the status of human rights in Nepal.

Activities

1. To stop the repeated violations of human rights, who has to do what? Discuss it in the class to
derive conclusions:

Government Community Individual (self)

2. Point out the specific articles mentioned in Universal Declaration of Human Rights which refers
to (relate with) children’s rights. Present them in the class followed by group discussion on their
implications in children’s lives all over the world.

3. Collect the old newspapers and magazines to search for materials (news-items, views, photos,
editorials, etc) relating to violations of human rights in Nepal. Construct a big-book or make a
poster using these materials. Display them in school.

Exercise

1. Define ‘Human Rights’. What is the significance of having human rights?
2. When was the declaration of universal human rights made? Who was the chief architect behind

this declaration?
3. Do you think just a declaration in written form protects common people against the abuse of their

human rights? Critically analyze.
4. What do you understand by social security? How does it help in protecting and preserving human

rights?

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5. Let us suppose that you are living in a country where dictatorship of one individual or one party
of military or one king prevails. You have been asked by a dictator to choose only six human
rights out of thirty mentioned in Universal Declaration of Human Rights. Which six rights out of
thirty will you choose? Mention them.

6. Do you think that human rights are best preserved only in democratic countries? Argue with
convincing reasons.

7. What are the roles played by Governmental and Non-Governmental institutions in areas of
protecting and preserving human rights?

8. On which date is “International Human Rights Day” celebrated? What is the relevance behind
this date?

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Lesson

3 Women’s Right

Sujata is in Grade-8 and her mother is a social worker who works for the welfare of
women and children in the community. Sujata for the first time has begun to understand
the importance of work her mother does and feels extremely proud of her. She shows
her curiosity and interacts with her mother.
Sujata: Mother, Our teacher is going to discuss “women’s rights” tomorrow in the class.
Can you tell me something about women’s rights?
Mother: Oh, yes. You must have already studied about human rights. Haven’t you?
Women’s rights are important part of human rights. Women’s rights oppose gender
discrimination in any form at any place, be it home or outside home in work-place or
in any other public places. Women’s rights establish the same social, economic, and
political status for women as for men. The UN Commission on the Status of Women for
the first time in 1967 recognized the full right of woman on her body as man has and she
must not be coerced (forced) to bear a child without her wish. Women’s rights are all
about developing capabilities and degree of freedom needed for women and girls of all
ages in a society.
Sujata: Mother, will you name specific rights which fall under the category of women’s
rights?
Mother: The following rights come under the category of “women’s rights”:

 Stop violence against women and end gender discrimination,
 Maternity leave with paid salary, Maternity health care, Gender related rights

including right over one’s own body (Reproductive rights) and Equal pay for
equal work (No wage/salary discrimination between men and women),
 Rights to have share in parental property,
 Rights available to marry, to have a family, to practice religion and to have
education,
 Ending social evils related to women like child marriage, etc.
Sujata: What are the main causes of women’s backwardness?
Mother: Following causes (reasons) are responsible for women’s backwardness:
• Patriarchal family system and male-dominted society
• Traditional thinking and promoting discrimination between men and women
within society
• Depriving women of education
• Belief in the notion that women are less intelligent with weak and delicate body
so cannot do hard work and make important decisions

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• Lack of facility and services related to their reproductive health
• Lack of strong and effective programs on women empowerment
Sujata: Mother, it means that programs on women empowerment in our country are yet
to achieve the goal in capacity enhancement of women. May I know the concrete efforts
which have been made in the direction of women empowerment?

Mother: Women empowerment in our country is now important goal of development. Constitution
of Nepal, 2072 BS has given several rights and protections to Nepalese women.
(a) Women shall enjoy all the fundamental rights guaranteed to citizens.
(b) Both men and women are entitled to get same amount of salary and social security for same

kind of work. Woman as daughter has the right to have equal share in parental property as sons
have.
(c) Article 38 especially deals with “right to women’’ where a number of rights have been
guaranteed to Nepalese women.
• No woman shall be subject to gender discrimination.
• Every woman shall be ensured protected and secure maternity and shall have the right to

reproductive health.
• No woman shall be subject to physical, mental, sexual or psychological or any other kind

of violence or exploitation on the basis of (in the name of) religious, social and cultural
tradition or custom or any other such system.
• There shall be inclusive participation of women in all the departments and institutions
functioning under the Government of Nepal.
• Special opportunity shall be provided to women on the basis of positive discrimination to
ensure their education, health, employment and social security.
• Married woman shall have equal rights in matter related to property and family.
(d) Every political party must have women representatives to measure one-third of the total
members who are representing a party in the legislature-parliament.
(e) President and Vice-president under the Constitution of Nepal, 2072 BS have to be from different
gender or community. At the same time, Speaker or Deputy speaker has to be a woman and the
two posts should be allotted to two different parties. This is how you observe that women and
their rights have been recognized in the Constitution of Nepal, 2072 BS.

Sujata: Okay. But, I see a number of social-evils still being practised in our country. What
about that? Is there no institutional or organized effort to raise voice against exploitation
of women and girls?
Mother: Social evils are being practiced in the name of customs and public awareness
is the most effective way to stop them. Several legal provisions along with several
judgements of the Supreme Court of Nepal have given protection and shielded women
against various kinds of social evils and problems such as dowry, Chhaupadi, Kamalari,
Baadi, Deuki, Jhuma and so on. These evil practices which exploit women and girls have
been outlawed (banned).
Sujata: What about institutional and legal protections?
Mother: Yes, institutional protection to Nepalese women comes from Ministry of

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Women, National Women Commission, National Human Rights Commission and
women cell of Nepal Police. All of these institutions function under the Government of
Nepal. Furthermore, those women who are in single status or have become destitute are
taken care of by several NGOs functioning at national and international level. You must
have heard about NGOs like Maiti Nepal, ABC Nepal, and Shakti Samuha, Network
Groups against Trafficking (a 98-NGO-strong pressure group). These NGOs work for
empowerment of vulnerable groups such as girls and women and run rehabilitation
centres for rescued survivors of girl-trafficking. Such victimised women get safe shelter,
receive medical and legal aid, counselling, and learn other survival skills from these
NGOs. There are strong legal provisions to protect women in her house and outside.
For example, male members (son, father, husband or any one) are not allowed to inflict
any kind of physical or psychological injury (harm) to a woman in the house. Every
woman has a right to have a roof over her head even when she has been divorced till the
alternative arrangement is made. If son or daughter is alive, then s/he shall be forced to
take care of their old parents in accordance with the law of the land. Laws like Labour
Act of 1992 and the Human Trafficking Control Act of Nepal of 1986 prohibit forced
labour and trafficking in women and girls. Nepal has already ratified (legally accepted)
the International Convention on Women, 1979 which prohibits discriminations in all
forms against women. Nepal celebrates International Women’s Day every year on 8th
March by declaring it a national holiday. On this very day, both Government and Non-
Governmental Organizations make announcement to launch several programs and
schemes for improving the status of women in the country.
Sujata: You have pointed out trafficking of women and girls. What is trafficking?
Mother: Trafficking is a social problem particularly in developing and least-developed
countries where humans are tricked to join slavery (either forced labour or prostitution
known as sex-trade). Women and girls have become targeted victims of human-
trafficking in Nepal. Human trafficking is anything that includes selling or buying of a
person for any purpose, forcing someone into prostitution (sex-trade) and for any illegal
purposes.
Sujata: Thank you Mother for giving such a detailed account on women’s rights and
status of women in Nepal.

Words and terms you would like to know

Women Empowerment: Measures and steps taken towards increasing confidence, economic independence,
and building capacity and ability in girls and women. Freedom without ability has no meaning, therefore
women’s rights (freedom) shall not be meaningful without women empowerment (capacity building).
Discrimination (n.): unfair treatment of one person or group, usually because of prejudice about race,
ethnicity, age, religion, or gender
Enhancement (n.): improvement or addition to the strength, worth or quality
Traditional (adj.): relating to a tradition which is a long-established action or pattern of behaviour in a
community or group of people
Patriarchal (adj.): relating to or characteristic of a culture in which men are the most powerful members
Inflict (v.): cause suffering

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Learning Guideline
Organize an interview and interaction program between students and representative officials working in
different women organizations (Government and Non-Governmental organizations).

Activities

1. You must have seen or heard about the cases of violence against women and violations of their
rights. Discuss their nature and types with the effects they cast on society. Share the conclusions
with your Social Studies teacher.

2. Which aspects of women rights have been included in “Universal Declaration of Human Rights”?
List them to share in the class.

3. Organize and celebrate “International Women’s Rights Day”.
4. Do self-research on National Women Commission and find out its functions. Share the same in

the class.

Exercise

1. What do you understand by women’s rights?
2. Make a list of violence against women.
3. Outline the measures (ways) for women empowerment.
4. What are the main causes of ‘women backwardness’ in Nepalese society?
5. Briefly explain any four social evils which Nepalese women suffer from.
6. What do you mean by ‘gender discrimination’? How does it relate with domestic violence?

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Lesson

4 Inclusiveness

Nepal is a land of diversity. Nepal has topographical variations as we find mountains,
hills, valleys, and plains. Not only this, fragrance of diversity is widespread in climate,
animals and vegetation. Nepal has different ethnic and indigenous groups with their
own culture, language and dressing patterns living in different topographical and
ecological regions of the country. Nepal is a multi-religious country and divided into
a number of castes and sub-castes. All these differences at religious and socio-cultural
levels finally melt into one common identity......that is being a Nepali. We have been
living here for long, no matter what level of diversity we have. All of us belong to this
land and this land belongs to us. No discrimination on the basis of religion, race, caste,
ethnicity, geographical religion or gender goes well with the spirit of national unity and
integrity. Diversity is way of being Nepali and recognition of Nepal at national as well
as international level.
No one has to feel neglected here because Federal Democratic Republic of Nepal has
given us power and rights to raise our voice to demand inclusion at political, social
and economic level. This voice has constitutional protection in fundamental rights and
several constitutional bodies/commissions for women and the Dalit (marginalized
class). Interestingly enough, the Constitution of Nepal has National Commission for
Inclusiveness. We all are Nepali and this is our country Nepal. This is the feeling of
national unity and integrity. Government has much greater role to play in this regard
by consciously playing the politics of inclusion, not the political game of exclusion.
Politics of inclusion unites us together while politics of exclusion divides us apart. Thus,
there are various negative elements like lack of participation, inequality, absence of
opportunities, no access to rights that combine together to create ‘exclusion’ at political,
economic and socio-cultural levels in a society. Excluded persons or groups live in a
situation of disadvantage. Such persons or groups are known by different terms such as
marginalized class, Dalit, backward classes,
low castes, etc. Their inclusion in a society at
various levels right from the ground-level
(local level) up to higher level of political
representation empowers them to join and
compete in mainstream society....and this is
called process and policy of inclusiveness.
Without practicing ‘inclusiveness’ at
political, economic and socio-cultural
levels, no country will develop because
the diversity in a country will generate
continuous conflicts and chaos.
Inclusiveness is an art of managing
diversity to turn it into strength rather

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than weakness. Mismanaged diversity in a society generates clash of interests and in
the worst form violence and riots between groups like gender violence, ethnic violence,
caste violence and so on. Thus, inclusiveness is a process of empowering socially
and economically backward classes (from different regions, castes, races, ethnicity,
genders) by providing them education, employment and reservations from the state-
fund (Government budget or treasury). In this way, no one is discriminated against and
excluded from the fruits of development in a society. The Government and political
administrative system must ensure that the practice of inclusiveness is not ignored and
discontinued in such a diverse society as Nepal. Backward classes and marginalized
castes (DALIT) do not benefit from the equal opportunity available in a society because
they cannot compete with those who are economically and educationally stronger. In
such a situation/condition, STATE (Government) must look after (take care of) them.
People from backward classes and marginalized castes are generally victims due to one
or the other reasons arising out of discrimination and prejudice at societal, cultural, caste,
religious, economic, lingual, gender or disability levels. This is why the Government
needs to make concrete policy for their empowerment and implement it by launching a
variety of programs without fail (lapse) so that they are brought to main-stream of the
society. And, this is how inclusiveness is ensured by the Government.

Ways to practice inclusiveness as a principle of democracy

 Proportional representation in every department of the Government
 Increase in employment opportunities in fields of education and health
 Making policy for empowering the backward and marginalized classes in the society

followed by sincere execution (implementation) of that policy
 Representation of Dalits, religious and lingual minorities, ethnic groups, and women in

‘decision-making bodies’ from lower to higher level
 Recognition and respect to the identity of the people based on their caste, race, language,

religion, and gender
 Justice to all cutting across all the differences in the society
 Special provisions and opportunities to those who are disabled and helpless
 Maintaining religious and cultural tolerance with social harmony

Words and terms you would like to know

Variation (n): variety or diversity
Fragrance (n): sweetness of smell
Inclusion (n.): the act of including to a group, set, or total
Exclusion (n): the act of not including somebody
Prejudice (n): dislike or hatred of somebody without reason
Lingual (adj.): relating to language

Learning Guideline
Let the students do ‘role-play’ on diversity to draw home the meaning of inclusiveness.

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Activities

1. Explain why our national song speaks up for “Sayau thunga phulka haami, autai mala Nepali”.
2. What steps have to be taken for making everyone feel that JUSTICE is within their reach if

situation demands it to be so? Make a note after consulting your elders, guardians and teachers.
Present your notes to the class.
3. Discuss on the concepts like “society of equals” or “equality-based society” and “positive-
discrimination” in the class.

Exercise

1. What is inclusiveness? Explain with examples.
2. Explain how a representative government (STATE) can be made ‘inclusive’.
3. Describe with relevant illustrations and examples how the principle of inclusiveness can

strengthen national unity.
4. Present a detailed account on the role of regional balance in the development of a country.
5. Nepal is a land of diversity. Is it a blessing (strength) or curse (weakness)? Argue by giving

examples.
6. Politics of inclusion brings harmony and development to a society while politics of exclusion

imposes miseries and backwardness. Justify by giving illustrations or examples.

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Lesson Provisions on Inclusiveness in
Nepal
5

An interaction (communication) with regard to provisions of inclusiveness between the
teacher and student has been given below. If you want to know more about it, then
consult your own Social Studies teacher.
Student: Sir, you had taught us earlier that the constitution is the supreme law of the
land. What kinds of provisions have been enshrined in our constitution to make the
STATE inclusive?
Teacher: You have asked a relevant question which is really significant in the present
political situation of Nepal. Interim Constitution of Nepal, 2063 BS was the first
constitution which recognized the diversity of the country and transferred supreme
political power to the people. The people of Nepal of all colors, castes, religions, ethnic
groups, regions and so on got political equality guaranteed by the Interim Constitution
of Nepal, 2063 BS which was adopted as a document of political consensus among
the then political parties after the success of Mass Movement II. All the backward and
marginalized classes including women, disabled, Madhesis and other ethnic groups
were given due representation in the elected assembly and all levels of government
institutions.
Student: What about new constitution of Nepal which has replaced the Interim
Constitution of Nepal, 2063 BS? What degree of inclusiveness does the new constitution
ensure to the peoples of Nepal in the STATE?
Teacher: The Constitution of Nepal, 2072 BS replaced the Interim Constitution of Nepal,
2063 BS on Asoj 3, 2072 (September 20, 2015). Even in the new constitution, provisions
regarding ‘inclusiveness’ have been included to recognize the diversity at different
levels within the country. I have brought a chart for you displaying several provisions of
inclusiveness enshrined in the new constitution:

The Constitution of Nepal, 2072 BS

Preamble: The preamble of the constitution amongst other things mentioned here has clearly accepted
the diversity of the people at all levels. It says.....
STATE shall strive for economic equality, prosperity and social justice by applying the principles
of proportional representation and inclusiveness in order to end all kinds of discriminations being
practiced in the name of class, caste, region, language, religion, gender and so on. STATE shall
promote and preserve unity in diversity, social and cultural solidarity, harmony, tolerance and
good-will amongst multi-religious, multi-lingual, multi-caste, multi-cultural people living in diverse
geographical regions of Nepal.
Part-1: Introduction
Article 3 defines Nation as having multi-ethnic, multi-lingual, multi-religious, multi-cultural
characteristics with common aspirations of people living in diverse geographical regions. All the Nepali
people collectively constitute the nation and are committed to and united by a bond of allegiance to
national independence, integrity, national interest and prosperity of Nepal.

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